Teaching Responsibility through Sport Education: Prospects of a Coalition

Hastie, Peter A.; Buchanan, Alice M.

doi:10.1080/02701367.2000.10608877

Cited by 104 publications

(129 citation statements)

References 6 publications

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“…One research prospective interests in the future may be the hybridization of models-based practice, in particular the hybridization of teaching for personal and social responsibility model with others, such as the cooperative learning (Fernández-Río, 2014) or the sport education model (Hastie & Buchanan, 2000;Menéndez & Fernández-Río, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…The development of values has been principally studied in function of the accuracy of educational programs implementation (Catalano, Berglund, Ryan, Lonczak, & Hawkins, 2004;Danish & Nellen, 1997;Escartí, et al, 2003;Hastie & Buchanan, 2000;Hellison, 2011;Hodge & Danish, 1999;Martinek, McLaughlin & Schilling, 1999;McKenney & Dattilo, 2001), which although often use sport as a vehicle of values, they do not study its development according to the level of physical activity practice but the participation or not in the program.…”

Section: Jpes ®mentioning

confidence: 99%

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Untitled

2017

JPES

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Abstract:This work analyses the relationship between the quantity of practised sport activity and personal and social responsibility development grade, as well as the influence of gender and education stage on these variables. The personal and social responsibility is assessed by the Personal and Social Responsibility Questionnaire. To achieve this, questionnaires have been administrated to 607 Primary and Secondary scholars. Primary students and males show a higher responsibility, higher sport practise levels and a higher perception with regard to their environment about their quantity of practised sport. The positive relationship between the quantity of practised sport, assessed with two different instruments, and the responsibility development grade has also been demonstrated. Therefore, physical activity promotion during adolescence is important not only due to its effects on physical health but also due to its contribution to pro-social character development.

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Section: Discussionmentioning

confidence: 99%

Section: Jpes ®mentioning

confidence: 99%

Untitled

2017

JPES

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“…Hastie and Buchanan (2000), in their work with middle school teachers using Sport Education in the USA, found that MBP encouraged, even required, a diversification in the teacher's role. Similarly, in their US study of one middle school teacher's use of Peer Teaching within a Sport Education unit, Wallhead and O'Sullivan (2007) suggested that such a pedagogical 'about-face' moved the teacher away from 'her' position as a provider of knowledge and instead gave her more opportunities to observe and assess her students' learning.…”

Section: Diversification In the Teacher's Rolementioning

confidence: 99%

Models-based practice: great white hope or white elephant?

Casey

2012

Physical Education and Sport Pedagogy

169

153

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Structured AbstractBackground: Many critical curriculum theorists in physical education have advocated a modelor models-based approach to teaching in the subject. This paper explores the literature base around models-based practice (MBP) and asks if this multi-models approach to curriculum planning has the potential to be the great white hope of pedagogical change or, if in fact, it is a white elephant that should be reconsidered or abandoned.Purpose: To review the literature around pedagogical and curricular change in physical education that relates to teachers experience of models-based practice. This review of research on teachers' perceptions and use of MBP was undertaken in an effort to ascertain the ways in which practitioners' interpreted this type of change in practice.Data Collection: Papers were selected by searching EBSCO databases with the identifiers "Instructional Models", "Sport Education", "Teaching Games for Understanding" and their hybrids, "Cooperative learning", "Teaching Personal and Social Responsibility", "Personalised System of Instruction" "Peer Teaching Model" and "Inquiry Teaching." These were chosen as they match the seven innovative models in Metzler's (2010) compendium of instructional models. Further articles were obtained through the citations and references in the original documents.Data Analysis: Analysis of the 45 papers followed a systematic process of inductive analysis and constant comparison. The categories, which emerged from the analysis, were based upon the researcher's perceptions of findings and revealed five key findings/themes; i) Change for Teachers, ii) Difficultly and Time, iii) Diversification in the teacher's role, iv) Evidence of effectiveness and iv) University/teacher collaboration.Findings: While changes in attitude, positive feelings, efficacy, enthusiasm and vigour were reported by teachers there was also an acknowledgement that they lacked experience in using MBP which made them feel like they were 'beginning teachers' again. For some the conceptual shift was too much and they deliberately returned to their old pedagogies. For others change occurred slowly but gradually over the course of the intervention. When professional learning 2 was part of the relationship between the teachers and researchers then these returns to old practices was not reported. However, it was acknowledged that to engage with MBP required greater effort on behalf of the teacher and that to feel comfortable could take upwards of two years. Change was a difficult undertaking but when 'evidence' of success was used to support the teachers' learning then they felt more confidence in their decisions. The biggest factor in engendering change was the sustained support offered through collaborative partnerships between schools and universities. These supportive relationships allowed the teachers to continually reconsider their practice with the help of experienced colleagues.Conclusions: While MBP has begun to help practitioners to change and develop their pedagogies and curriculum we ar...

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“…Several comparative studies examine the effectiveness of the technical and tactical approach in relation to their impact on tactical knowledge and decision making, student motivation and engagement in the learning process, technique and technical knowledge acquisition as well as the level of physical activity (Alexander, Taggart, & Thorpe, 1996;Alison & Thorpe, 1997;Chatzipanteli & Digelidis, 2012;Clarke & Quill, 2003;Garcia & Ruiz, 2003;Graham, Ellis, Williams, Kwak, & Werner, 1996;Gray & Sproule, 2011;Hastie & Buchanan, 2000;Hastie & Curtner-Smith, 2006;Light, 2002;McCaughtry, Sofo, Rovegno, & Curtner-Smith, 2004;McNeill, Fry, Wright, Tan, & Schempp, 2004;Ormond, DeMarco, Smith, & Fischer, 1995;Pope & Grant, 1996;Turner, 1996a;Turner & Martinek, 1999). Recorded results indicate encouraging findings for the adoption of the tactical approach.…”

Section: Discussionmentioning

confidence: 99%

Integrating the Inducement of Cognitive Conflict into the Pedagogical Model of the Tactical Approach to Teaching Volleyball Tactics in Physical Education

Mastrogiannis¹,

Antoniou²,

Sotiriou³

et al. 2017

JPESM

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The aim of the study was the integration of the teaching strategy of inducing cognitive conflict in the context of the tactical approach of TGfU (Teaching Games for Understanding) to teaching game tactics in PE and the comparison of its effectiveness to the dominant pedagogical model of the technical approach. 140 8th grade students from all public schools of Mytilene, Greece, participated in the study. Two 45-minute teaching interventions were realized, whereas students completed a previously validated volleyball tactics questionnaire on a pretest and posttest basis. While no statistically significant improvement was exhibited in both the control group and the typical teaching strategy group, results recorded statistically significant increase in the adoption of the accepted tactics conceptions in the discipline by students involved in the constructivist orientation intervention. The study confirmed that students' active cognitive engagement in the construction of their knowledge constitutes a more effective teaching strategy than the typical teaching strategy of demonstration, explanation and practice, which perceives learning as a reproductive process. Moreover, the consideration of student preconceptions in the formulation of the appropriate questions for inducing cognitive conflict provides a promising teaching proposal in the context of the dialectical methodology of the tactical approach of TGfU.

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Teaching Responsibility through Sport Education: Prospects of a Coalition

Cited by 104 publications

References 6 publications

Untitled

Untitled

Models-based practice: great white hope or white elephant?

Integrating the Inducement of Cognitive Conflict into the Pedagogical Model of the Tactical Approach to Teaching Volleyball Tactics in Physical Education

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